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Publication

Access for All: A Guide for Serving Students with Disabilities in Online and Blended Learning Environments

Access for All is designed to provide an overview of different disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities and special education, a synopsis of disability law, and a thorough description of individualized education plans and 504 plans. In better understanding the needs of students with disabilities, it is hoped that virtual school educators will be better prepared to help all their students reach optimum success.

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Programs

Report #2: Programs Abstract Students and their parents may choose to enroll in online learning programs as supplemental support, a credit recovery option, or because they need the flexibility of a fully online program (Gemin, Pape, Vashaw, & Watson,… Read more

Publication

Meeting the Needs of Students with Disabilities in K-12 Online Learning

The National Education Policy Center reported that one in 10 students enrolled in a virtual school has a disability, yet virtual schools — be they state or corporate-sponsored — invest little in this population (Molnar, et. al., 2013). Consequences… Read more

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Courses

Report #3: Courses Abstract Although students, including those with disabilities, may enroll in online courses because they perceive that such a course will meet their educational needs, those needs are not always met (Barbour, Archambault, & DiPietro, 2013). Consequences… Read more

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards

Report #1: Overview Abstract While many acknowledge that participation in virtual schooling holds considerable potential for increased access to different types of courses, credit recovery, and personalization, there is no guarantee that these benefits will be realized without careful… Read more

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Teaching

Report #4: Teaching Abstract Currently, many prospective teachers are enrolling in online courses offered through their universities as part of their initial preparation. The coursework in these teacher education programs at institutions of higher education may consist individual classes… Read more

Publication

Supporting Students with Disabilities in K-12 Online and Blended Learning

Introduction The field of online and blended learning has a rich history of pursuing personalized and competency-based education. As evidence, consider that at the time of writing this, iNACOL, a major advocacy organization in K-12 online and blended learning… Read more

Publication

Blended Teaching Readiness: Phase 2 – Instrument Development

Executive Summary Blended teaching involves combining online and in-person instruction.  There has been significant growth in the demand for blended learning in schools which has increased the need for teachers who know how to teach in a blended learning… Read more

Publication

The Role of Online Teaching in Michigan Teacher Preparation Programs

Executive Summary Online learning enrollments are growing in Michigan year over year, and part of meeting the student demand for high quality online courses is training and certifying Michigan teachers with the requisite skills and knowledge to design online… Read more

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